Child Garden Total Environment Montessori Schools

16 months to 36 months

Child Garden's Approach to Facilitating the Education of Young Toddlers

Child Garden's Educational Philosophy stems directly from the teachings of Maria Montessori. She believed that no human being is educated by another person. S/he must do it himself or it will never be done.

Between the ages of 2 and 4, certain characteristics are of special value. During this period the "foundations for a child's need for order should be laid." To instill the concept of order in the child's mind, we work at certain goals in the Montessori classroom:

1. An object or activity should be returned to its original place after the child is finished with it.

2. Anything begun should be finished.

3. Order includes good manners, based on respect for others.

Children like to work, even at the early age of two. For the very young child, the process is more important that the finished product. The function of a class of two year olds has a variety of goals besides acquiring a sense of order:

1. Develop better physical coordination.

2. Work and play well with others.

3. Work and play well by himself.

4. Expand the ability to concentrate.

5. Completion of work cycle.

6. Appreciation of classroom materials and books.

7. Develop awareness of the world and environment around him.

8. Develop better listening habits.

9. Share ideas, experiences and materials.

10. Sing songs and express himself through creative play.

11. Distinguish differences in colors, shapes, numbers, sounds and pictures.

12. Develop good personal hygiene.

In our Toddler classrooms we encourage independence and when possible, completion of an activity. We try not to let the child risk failure until he has a reasonable chance of success. We respect your child's individuality and allow freedom within limits, meaning we have the basic rules the child has been given to protect himself and others as well as the materials in the classroom. The ultimate goal here is the development of inner discipline, which can only come through liberty. We respect all reasonable forms of activity in which the child engages and try to understand them. We never criticize. We support as much as possible the child's desire for activity. A child's spontaneity is often stifled by the well intentional but unnecessary intervention of adults.